Standard:
PS3 (9-11)–10 Students demonstrate an understanding of waves by …
10b comparing and contrasting electromagnetic waves to mechanical waves.
Context of Lesson:
This lesson builds on the very basic concepts students would have learned yesterday. Their goal today is to learn the different kinds of waves. Before we can engage in this though we need to take some time to look at the pre-quiz, and field any questions they have and sort out any confusion as to why something they thought was true was actually not entirely accurate. This will of course depend on the results of the pre-test.
Opportunities to Learn:
Students will reflect back on yesterday’s material and link it to today’s new concepts. They will also partake in an inquiry lab to get them thinking about waves. But before that, students will cover some new material which will give them some basic knowledge they can apply to the lab. While this is a very simple lab, it will demonstrate a number of wave properties and will be refereed back to throughout the unit.
Accommodations and modifications:
In this class room some students have special seating requirements which have been addressed with a seating chart. Also some students require larger print for their notes with will be provided.
Materials Needed:
Yesterdays ideas handout
Scaffolded notes
Video clips
Slinky
baking pans
rulers
pencils
wooden blocks and other obstacles
Instructional Objectives:
Students will be able to identify weather a wave is mechanical or electromagnetic based on its characteristics.
Introduction:
5 min: Students will be asked the same question I asked At the end of last class. “What are some differences about the waves we talked about yesterday?” To remind them of what we did I will supply a handout which will include their ideas and drawings from yesterday. Students will TPS while I take attendance.
5-10 min: Before we share I will go over the answers to the pre-quiz and answer any questions. Based on the pre-quiz results I may have a clip or a demo for the class.
Engagement:
10 min: Each group will now share one obvious difference and one unique difference, while I gather their thoughts on the board. As the students are giving suggestions I will record their ideas on the board. If necessary I will prompt students with questions like “when we used the slinky which way did you move your wrist to make the wave?” “What were the different media?” I will ask students to keep these ideas in mind as we take a few notes.
15 min: I will now distribute some scaffolded notes covering wave types, as well as some more simple definitions such as trough, crest, etc. I will demonstrate each type of wave with a short clip and a slinky demonstration. Electromagnetic waves are a special case because they uses no medium, and we will delve into that deeper later in the semester.
20min: Inquiry Lab You need to make the purpose, procedure, and behavior expectations clear before you turn them loose to work. Will you have a sheet that has the procedure and questions?
Students will be given a 9x13 in baking pan to filled with 2-3cm of water. They will also be given some wooden blocks, some weighted objects that will sink, a pencil, and a ruler. Students will be asked to make waves in a number of ways. They can tap the pencil or ruler against the side, they can tap the pencil or ruler on the waters surface, try both of these with or with out obstacles at varying strengths. They will be asked to record all observations including, what happened when the waves hit an obstacle? What happened when two waves meet? What happened when you tapped the side of pool? Which made bigger waves, the pencil or the ruler? Does the strength you hit the water effect the waves speed? All of these can be followed up with why do you think that happened? Be sure you try this, and be prepared to demonstrate this for the class. Are you going to go over their results in light of previous lessons?
Closure:
5 min: With the class back in their seats I will ask them “Today we wanted to find out about different kinds of waves, did we accomplish this?”,If any one is confused I will address their issues now, either way I would say “lets compare the waves we made with the slinky to the waves we made with the water. How are they different? How are they the same” Will you use some sort of comparison chart for this? How do you want this to look in their notes?
Assessment:
Students will be formatively assessed during the share out. This is when I will be watching for misconception as well as confused looks on the students faces. Also during the lab I will formative assess students by listening to what they think is going on. I will have them hand in their lab observations for a small grade.
Unit: Wave Behavior
Topic: Wave types
Standard:
PS3 (9-11)–10 Students demonstrate an understanding of waves by …
10b comparing and contrasting electromagnetic waves to mechanical waves.
Context of Lesson:
This lesson builds on the very basic concepts students would have learned yesterday. Their goal today is to learn the different kinds of waves. Before we can engage in this though we need to take some time to look at the pre-quiz, and field any questions they have and sort out any confusion as to why something they thought was true was actually not entirely accurate. This will of course depend on the results of the pre-test.
Opportunities to Learn:
Students will reflect back on yesterday’s material and link it to today’s new concepts. They will also partake in an inquiry lab to get them thinking about waves. But before that, students will cover some new material which will give them some basic knowledge they can apply to the lab. While this is a very simple lab, it will demonstrate a number of wave properties and will be refereed back to throughout the unit.
Accommodations and modifications:
In this class room some students have special seating requirements which have been addressed with a seating chart. Also some students require larger print for their notes with will be provided.
Materials Needed:
Yesterdays ideas handout
Scaffolded notes
Video clips
Slinky
baking pans
rulers
pencils
wooden blocks and other obstacles
Instructional Objectives:
Students will be able to identify weather a wave is mechanical or electromagnetic based on its characteristics.
Introduction:
5 min: Students will be asked the same question I asked At the end of last class. “What are some differences about the waves we talked about yesterday?” To remind them of what we did I will supply a handout which will include their ideas and drawings from yesterday. Students will TPS while I take attendance.
5-10 min: Before we share I will go over the answers to the pre-quiz and answer any questions. Based on the pre-quiz results I may have a clip or a demo for the class.
Engagement:
10 min: Each group will now share one obvious difference and one unique difference, while I gather their thoughts on the board. As the students are giving suggestions I will record their ideas on the board. If necessary I will prompt students with questions like “when we used the slinky which way did you move your wrist to make the wave?” “What were the different media?” I will ask students to keep these ideas in mind as we take a few notes.
15 min: I will now distribute some scaffolded notes covering wave types, as well as some more simple definitions such as trough, crest, etc. I will demonstrate each type of wave with a short clip and a slinky demonstration. Electromagnetic waves are a special case because they uses no medium, and we will delve into that deeper later in the semester.
20min: Inquiry Lab
You need to make the purpose, procedure, and behavior expectations clear before you turn them loose to work. Will you have a sheet that has the procedure and questions?
Students will be given a 9x13 in baking pan to filled with 2-3cm of water. They will also be given some wooden blocks, some weighted objects that will sink, a pencil, and a ruler. Students will be asked to make waves in a number of ways. They can tap the pencil or ruler against the side, they can tap the pencil or ruler on the waters surface, try both of these with or with out obstacles at varying strengths. They will be asked to record all observations including, what happened when the waves hit an obstacle? What happened when two waves meet? What happened when you tapped the side of pool? Which made bigger waves, the pencil or the ruler? Does the strength you hit the water effect the waves speed? All of these can be followed up with why do you think that happened?
Be sure you try this, and be prepared to demonstrate this for the class. Are you going to go over their results in light of previous lessons?
Closure:
5 min: With the class back in their seats I will ask them “Today we wanted to find out about different kinds of waves, did we accomplish this?”,If any one is confused I will address their issues now, either way I would say “lets compare the waves we made with the slinky to the waves we made with the water. How are they different? How are they the same”
Will you use some sort of comparison chart for this? How do you want this to look in their notes?
Assessment:
Students will be formatively assessed during the share out. This is when I will be watching for misconception as well as confused looks on the students faces. Also during the lab I will formative assess students by listening to what they think is going on. I will have them hand in their lab observations for a small grade.